University of Victoria Performance Measures

Transcription

1 University of Victoria Performance Measures 2013 June 25, 2013

2 University of Victoria Performance Measures Table of Contents Students... 3 Enrolments... 3 Measures of full-time equivalency... 4 Applications and registrations Breakdown of undergraduate applicant results by Faculty... 6 Average entering grade from Canadian high schools... 8 Geographic origin of new students... 8 Origin of new undergraduate students in 2012/ Origin of new graduate students in 2012/ New undergraduates - type of admission 2012/ Percentage of students from out-of-province International Student Enrolments Indigenous Student Enrolments Cooperative Education Participation in Co-operative Education Work Placements Evaluation of competencies gained during work terms Continuing Studies Affordability and student finances Undergraduate scholarships and bursaries Neighborhood Family Income of BC Grade 12 Applicants and Registrants to UVic Student debt incurred and left to be repaid 2 years after graduation Degrees granted by level Bachelor Degrees granted in 2011/12 by Faculty and Major Graduate Degrees granted in 2011/12 by type Undergraduate and Graduate certificates and diplomas Continuation and Graduation Rates Undergraduate continuation rates June 25,

3 UVic undergraduate student graduation rates Undergraduate student graduation rates by Faculty Graduate student completion rates Canadian Interuniversity Sport (CIS) National Survey of Student Engagement (NSSE) Survey of baccalaureate graduate students Canadian graduate and professional students survey (CGPSS) Faculty members Faculty recruitment Number of faculty members by gender and rank Faculty member age by gender Faculty retirement Number of student FTEs per full-time faculty member Faculty awards Faculty and staff equity Research Income and Awards Success Rates for NSERC Postgraduate & Canada Graduate Scholarships Success Rates for SSHRC Doctoral Canada Graduate Scholarships & Doctoral Fellowships Sponsored Research Income by Source Canadian Foundation for Innovation (CFI) SSHRC amount per FT Faculty Member NSERC & CIHR amount per FT Faculty Member Total Research Dollars per Faculty Member Macleans library rankings Funds raised Economic Impact of the University of Victoria June 25,

4 2013 Performance Measures Report This report presents a summary of performance measures, using data collected over the past 10 years. It displays trends as well as the latest data available for 2012/13. Students Enrolments As noted in the university s strategic plan 1, one of UVic s objectives is to actively recruit and retain outstanding students from diverse regions and backgrounds and remove barriers to admission and retention other than academic and creative potential. Total enrolments at the University of Victoria increased from just over 17,000 in 2003/04 to more than 20,000 in 2012/13, signifying an increase in the student body of 16 percent. Total annualized FTEs increased from 14,830 in 2003/04 to 17,573 in 2012/13, representing a rise of 18 percent. Students - Headcounts (Fall Term) and Annualized FTEs 20,000 Undergraduate Headcount Graduate Headcount Total Annualized FTEs 18,000 16,000 2,295 2,349 2,382 2,479 2,393 2,593 2,858 3,042 3,187 3,272 14,000 12,000 15,080 14,940 15,623 16,010 15,890 15, ,863 17,012 16,929 10,000 8,000 03/04 04/05 05/06 06/07 07/08 08/09 09/10 10/11 11/12 12/13 1 A Vision for the Future Building on Excellence, A Strategic Plan for the University of Victoria, February 2012 June 25,

5 Historically, graduate students comprised 15 percent of all students in 2003/04, but that has increased to 19 percent in 2012/13. 20% 15% Graduate students now comprise almost 20 percent of the total student body 15% 16% 15% 15% 15% 16% 17% 18% 19% 19% 10% 5% 0% 03/04 04/05 05/06 06/07 07/08 08/09 09/10 10/11 11/12 12/13 Measures of full-time equivalency Undergraduate and graduate enrolments in 2012/13 are illustrated below by Faculty using a measure of full-time equivalency appropriate to each level. June 25,

6 Applications and registrations In 2012 there were almost 13,000 undergraduate applicants to UVic (not including the Faculty of Law). From the applicant pool, 67 percent were admitted, and of those who were admitted, 48 percent registered at the university. Undergraduate fall applications and registrations with average entering GPA Applicants Registrants Average Entering GPA Applicants and registrants 14,000 12,000 10,000 8,000 6,000 4,000 2, % 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% There were 3,395 applicants to the Faculty of Graduate Studies in Of those admitted, 64 percent registered at the university a somewhat lower conversion rate than the previous four years where the average was 69 percent. June 25,

9 Average entering grade from Canadian high schools The overall average entering grade for the University of Victoria was just over 83 percent in 2012 for the six Faculties illustrated below. Only entrants into first year programs from Canadian high schools were included in the data. Average Canadian High School Entering Grade Engineering Fine Arts Human & Social Development Humanities Science Social Sciences Geographic origin of new students Actively recruiting and retaining outstanding students from diverse regions and backgrounds is Objective 2 of UVic s Strategic Plan. Origin of new undergraduate students in 2012/13 Just over 80 percent of all new undergraduate students entering the University of Victoria were from North America Asia followed in second place with 10 percent coming from that region. Geographic origin of new undergraduates Asia 10% Western Europe 5% Other 2% Africa 1% Central/South America 1% North America 81% June 25,

10 Origin of new non-canadian undergraduate students in 2012/13 Of new undergraduate students coming to UVic from outside Canada, 42 percent came from the region of East Asia, and 28 percent came from Western Europe. Southeast Asia 4% South Asia 4% Other 3% Geographic origin of new undergraduates from outside Canada USA 6% Western Europe 28% Middle East 3% Africa 4% East Asia 42% Australasia 3% Central/South America 3% Origin of new graduate students in 2012/13 Compared with new undergraduate students, a greater proportion of new graduate students were from outside North America (41 percent). East and South Asia made up 20 percent of incoming graduate students. Geographic origin of new graduate students Western Europe 8% Middle East 6% Other 2% Africa 3% Central/South America 2% South Asia 5% East Asia 15% North America 59% June 25,

11 Origin of new graduate students from outside Canada in 2012/13 East Asia and Western Europe were the primary regions from which new graduate students coming from outside Canada originated (32 and 17 percent respectively). The Middle East, South Asia, and the USA were also significant geographic source regions (14, 12, and 10 percent respectively). Geographic origin of new graduate students from outside Canada Western Europe 17% Other 4% Middle East 14% South Asia 12% Africa 7% USA 10% East Asia 32% Central/South America 4% June 25,

12 New undergraduates - type of admission 2012/13 The largest proportion of new undergraduate registrants were from the BC/Yukon high school system (42 percent). 16 percent had transferred in from the BC college system and 8 percent transferred from other BC universities. New undergraduates - type of admission 2012/13 Out of Province College 4% Out of Prov High School 7% Out of Country University 2% Other 6% BC College 16% Out of Cntry High School 4% Degree Holder 4% International Exchange 7% BC/Yukon High School 42% Canadian University 8% June 25,

14 International Student Enrolments The University of Victoria has set a goal of doubling the international student body, increasing its international student enrolment by 1250 FTE for undergraduates and by 800 FTE for graduate students, to be accomplished by The past few years had seen significant growth in undergraduate and graduate international enrolments they have increased by 31 percent overall since In UVic s 2012 Strategic Plan, the long-term goal was to continue to expand student study-abroad opportunities, including exchanges, co-operative education placements, field schools, practica, and internships. 2,250 2,000 1,750 1,500 1,250 1, International Students - Fall Headcount ,382 1,381 1,282 1,334 1,261 1,156 1,148 1,053 1,079 1, Current Int'l Undergrad Current Int'l Graduate New Int'l Undergrad New Int'l Graduate The following graph illustrates the undergraduate and graduate international enrolments by Faculty in the fall of Budget Framework 2013/14 June 25,

15 The Faculty of Graduate Studies has the highest percentage of international students, followed by the PB Gustavson School of Business. The overall percentage of graduate students who are non-canadian has risen substantially in the past few years, as illustrated in the graph below. In 2003, 13 percent of graduate students were international while in 2012 this figure climbed to 21 percent. 25% 20% 15% 10% 5% Percentage of undergrads and graduates who are international students 0% % Undergrad International % Graduate International June 25,

16 Indigenous Student Enrolments UVic s strategic plan outlines an objective to continue to increase the number of Indigenous students graduating from all faculties, building on the commitment to and unique relationship with the First Peoples of Canada. Increasing the recruitment and retention of Indigenous students is one of the key strategies. UVic has been successful in this strategy, as there has been a 70 percent increase in the number of Indigenous students registered at UVic since 2003/04. Enrolment of Indigenous students (revised March 2013) Undergraduate Graduate / / / / / / / / / / /13 Sources of data: Univeristy of Victoria Student Information Systems (ISIS, Banner) and Ministry of Education K-12 database and Student Transitions Project (STP) Enrolment of Indigenous Students by Faculty 2012/ Business Education Engineering Fine Arts Graduate Studies HSD Humanities Law Medical Sciences 83 Science Social Sciences Sources of data: Univeristy of Victoria Student Information Systems (ISIS, Banner) and Ministry of Education K-12 database and Student Transitions Project (STP) June 25,

17 Cooperative Education Participation in Co-operative Education Experiential learning is a distinguishing feature at the University of Victoria. This includes co-operative education which has the highest participation rate in western Canada and the greatest number of graduate student co-op placements in Canada. Co-op is mandatory for students in Business, Engineering, Health Information Science, Public Administration, Recreation and Health Education, and is optional for almost every other program. There were a total of 4,487 students participating in co-operative education programs in any term in 2012/13 across all Faculties 537 of those were graduate students /13 headcount of students in co-operative education in any term June 25,

20 Work Placements A key strategy outlined in UVic s Strategic Plan is to increase the number of co-op placements available to students. The number of work placements in Canada and other countries is illustrated below, by year. Since 2009/10, there has been a 9 percent increase in the total number of work placements for graduates and undergraduates. The highest percentage of work placements typically occur in the summer, but placements in the spring and fall are also well represented, as the chart below illustrates. Distribution of 2011/12 co-op placements by term Summer 2011, 43% Fall 2011, 25% Spring 2012, 33% June 25,

21 Vancouver Island was the primary destination for co-op work placements, with almost half of placements occurring there in 2011/12. Approximately 20 percent of placements were in another province, while 7 percent occurred outside Canada. The overall work placement rate for 2012/13 for the full year was 93.7 percent. The average monthly co-op work term salary for undergraduates and graduates was $2,869 in 2012/13. Graduate students average monthly salary was $3,481. June 25,

22 Evaluation of competencies gained during work terms In 2012 the Co-operative Education Program and Career Services implemented an on-line competency assessment module to help co-op students and employers assess students progress. Students were asked to evaluate their level of proficiency for a number of competencies before, during, and after their work term 3. For example, one of the competencies is Project and Task Management and consists of the ability to plan, implement, manage, and measure projects and tasks in a timely and directed manner. The overall results for students during the summer of 2012 showed that the level of accomplishment (purple sections in the graphs below) increased during their placement. Before their placements, 25 percent of students said that they had reached their goals and used opportunities to practice this competency, compared with 41 percent after the work term was completed. Reports are currently available by department, and future reporting capabilities will include results by Faculty. 3 June 25,

27 Student debt incurred and left to be repaid 2 years after graduation The graduating class of 2009 was surveyed in 2011 and reported that the average amount of total debt incurred during their studies was approximately $25,000. Just over 50 percent of respondents said that they had incurred debt. Two years after graduating, students said that an average of $15,000 had yet to be repaid. From earlier BGS surveys, it was determined that after five years, over a third of graduates with debt had repaid those loans in full. Those with debt after five years owed between $5,000 and $9,000. University of Victoria Baccalaureate Graduate Survey 2 Years After Graduation Student Debt Incurred and Left to be Repaid $30, % $25, % Debt Amounts $20,000 $15,000 $10, % 30.0% 20.0% $5,000 $- Total Debt Amount of Debt Left to be Repaid Percent Who Incurred Debt Percent Repaid Debt in Full Graduating Class 10.0% 0.0% June 25,

29 Bachelor Degrees granted in 2011/12 by Faculty and Major There were a total of 3,460 Bachelor degrees granted in 2011/12, up approximately 5 percent since 2008/09. The greatest numbers of undergraduate degrees awarded were Bachelors of Arts in the Faculties of Social Sciences and Humanities, followed by Bachelors of Science. June 25,

30 Graduate Degrees granted in 2011/12 by type In 2011/12 there were a total of 688 Masters and 106 Doctoral degrees awarded. The number of Masters Degrees has increased by 32 percent since 2008/09 and the number of Doctoral Degrees has increased by 36 percent. Graduate Degrees granted in 2011/12 Doctor of Philosophy 106 Master of Applied Science 32 Master of Arts 209 Master of Business Admin. 49 Master of Education 123 Master of Engineering Master of Fine Arts Master of Global Business Master of Laws Master of Music Master of Nursing Master of Public Admin. 50 Master of Science 128 Master of Social Work 7 June 25,

32 Continuation and Graduation Rates Undergraduate continuation rates At the end of one year, 81 percent of first-time, full-time students who started UVic in 2011 returned the following year. UVic undergraduate student graduation rates For full-time students who had entered directly from high school in 2005, approximately 66 percent had graduated with a degree by This percentage has remained relatively stable over the last few years. Full-time undergraduate graduation rates (after 7 years attending UVic) 69% 68% 69% 66% Year in which high school graduates started at UVic full-time (summer or fall) June 25,

33 Undergraduate student graduation rates by Faculty The graduation rates of undergraduate students after seven years are illustrated below, by Faculty. Students who entered full-time from high school in the summer or fall with no other post-secondary education are included. Graduate student completion rates Graduation rates for students with Masters Degrees have remained fairly stable over the last several years, with approximately 67 percent of students from 2005 graduating after four years. Approximately 50 percent of doctoral students entering in 2005 graduated after six years. Graduate students - completion rates 68% 66% 65% 67% 56% 50% 45% 50% Year graduate students started at UVic Masters Grad Rate after 4 yrs PhD Grad Rate after 6 yrs June 25,

35 National Survey of Student Engagement (NSSE) Evaluation of entire educational experience Objective 12 in UVic s strategic plan is: To ensure that our undergraduate and graduate programs of teaching and learning are of the highest quality, responsive to intellectual developments and student needs, inclusive, and organized around best practices in teaching and learning. The National Survey of Student Engagement (NSSE) measures the extent to which students engage in effective educational practices that are empirically linked with learning, personal development, and other desired outcomes such as persistence, satisfaction, and graduation. The university has participated in four NSSE surveys since 2006 and detailed results can be found on the Institutional Planning and Analysis website. 5 In the latest administration of the survey, 86 percent of first year and 85 percent of fourth year students at UVic reported that their entire educational experience at UVic was excellent or good. Comparisons were made with eight other participating Canadian institutions where 79 of first year and 76 percent of fourth year students said it was excellent or good. 100% 80% 2012 National Survey of Student Engagement (NSSE) Evaluation of entire educational experience 12% 13% 17% 19% 60% 40% 54% 52% 52% 50% Poor Fair Good 20% 32% 33% 27% 25% Excellent 0% 1st Year 4th Year 1st Year 4th Year University of Victoria Canadian Universities 5 June 25,

36 NSSE results for the evaluation of students entire educational experience by faculty are as follows: Would go to the same institution if starting over Students at the University of Victoria also responded favorably to the question of whether they would go to the same university if they could start over again 89 percent of first year and 85 percent of fourth year students said they would definitely or probably return. A smaller percentage of students from the other eight participating Canadian universities responded favorably to this question 84 percent of first years and 75 percent of fourth year students National Survey of Student Engagement (NSSE) Would go to same institution if starting over 100% 80% 9% 12% 12% 17% 60% 40% 46% 45% 45% 43% Definitely no Probably no Probably yes 20% 42% 40% 39% 33% Definitely yes 0% 1st Year 4th Year 1st Year 4th Year University of Victoria Canadian Universities June 25,

37 NSSE results for whether students would choose to go to the same institution if starting over are as follows, by faculty: June 25,

38 Active and Collaborative Learning NSSE created benchmarks or indices of effective educational practices in order to summarize survey results for accountability purposes and to focus discussions on possible institutional improvements. The NSSE benchmark called Active and Collaborative Learning was created to reflect that students learn more when they are intensely involved in their education. Collaborating with others in solving problems prepares students for experiences during and after university. The benchmark or index was compiled using the following items asked in the student survey: Asked questions in class or contributed to class discussions Made a class presentation Worked with other students on projects during class Worked with classmates outside of class to prepare class assignments Tutored or taught other students (paid or voluntary) Participated in a community-based project (e.g., service learning) as part of a regular course Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.) The graph below shows results from the four years the survey was administered at UVic. First year students typically rate this item lower than fourth year students. 50 Active and Collaborative Learning NSSE Benchmarks First year students Fourth year students Compared with the 2012 results for eight participating Canadian universities, the results for University of Victoria students were somewhat lower for this benchmark. The comparator group index results were 37.8 for first year and 46.6 for fourth year students. June 25,

39 The NSSE results for the benchmark or index called Active and Collaborative Learning are shown in the following chart, by faculty. For all faculties except the Faculty of Engineering, fourth year students were more likely to participate in active and collaborative learning activities and score higher on that index. The benchmark called Level of Academic Challenge was an index created to include questions related to how much the coursework emphasized analysis, synthesis of ideas, judgements, application of theories, working harder than expected, and how much the campus environment emphasized time studying and academic work. The average score for this benchmark overall was 51.1 for first year students and 55.4 for fourth year students. The results by faculty are shown below, and in all faculties except for the Faculty of Engineering, fourth year students were more likely to score higher on this index. June 25,

40 Survey of baccalaureate graduate students The Baccalaureate Graduates Survey (BGS) provides results from surveys conducted from the year 2000 onwards and the reports are available on BC Stats website for student outcomes. 6 Results are used for accountability, program reviews, and decision-making. A series of questions are asked each year of former university students either 2- or 5-years beyond their graduation date. One area of interest is the degree to which their program helped them to develop various skills. The graph below illustrates the responses to a number of questions from the 2011 two year-out survey relating to skill development. Degree to which program helped to develop skills Degree to which program helped to develop skills 2011 Baccalaureate Survey (BGS)- 2 years out Critical Analysis 46% 45% 8% 1% Learning On Your Own 40% 49% 10% 1% Reading and Comprehension 32% 56% 11% 2% Written Communication 28% 56% 13% 2% Oral Communication 23% 55% 19% 3% Problem Resolution 21% 55% 21% 3% Group Collaboration 29% 46% 21% 4% 0% 20% 40% 60% 80% 100% Very High High Low Very low 6 June 25,

41 Quality of instruction One area of interest in the Baccalaureate Graduates Survey is the assessment of overall quality of instruction. A comparison has been made with two other BC universities, and UVic former students rate this item higher, especially looking at just the very good responses. 100% 80% 61% 65% Quality of instruction 2011 Baccalaureate Graduates Survey - 2 years out 65% 60% 65% 67% 60% 65% 67% 60% 40% 20% 35% 30% 27% 35% 31% 26% 35% 29% 24% 0% UVic Univ A Univ B UVic Univ A Univ B UVic Univ A Univ B 2011 Survey 2010 Survey 2009 Survey Very Good Good Overall program satisfaction A similar comparison was made for the question of overall program satisfaction, with the results presented below. Once again, University of Victoria former students rated this question higher in all three surveys, especially for the highest category ( very satisfied ). 100% 80% Overall Program Satisfaction 2011 Baccalaureate Graduate Survey - 2 years out 60% 64% 66% 59% 63% 65% 56% 62% 67% 60% 40% 20% 35% 30% 26% 37% 32% 27% 39% 32% 24% 0% UVic Univ A Univ B UVic Univ A Univ B UVic Univ A Univ B 2011 Survey 2010 Survey 2009 Survey Very Satisfied Satisfied June 25,

42 Canadian graduate and professional students survey (CGPSS) The CGPSS was undertaken in 2007, 2010, and 2013 (results not available yet), to gather quantitative data on various aspects of the graduate student experience. A total of 38 and 48 universities participated in 2010 and There were differences in the results for Masters, Professional, and Doctoral students as illustrated in the graph below (53 percent, 60 percent, and 55 percent respectively said the quality of their overall experience at UVic was excellent or very good, using a 5-point scale). Quality of overall experience at UVic 2010 Canadian graduate and professional students survey (CGPSS) Doctoral students 17% 38% 27% 15% 3% Professional students 19% 41% 28% 10% 2% Masters research students 17% 36% 28% 14% 5% 0% 20% 40% 60% 80% 100% Excellent Very good Good Fair Poor In response to the question evaluating the quality of academic experience at UVic, 57, 64, and 63 percent of Masters, Professional, and Doctoral students (respectively) reported it was excellent or very good, using a 5-point scale. Quality of academic experience at UVic 2010 Canadian graduate and professional students survey (CGPSS) Doctoral students 20% 43% 24% 9% 3% Professional students 22% 42% 25% 9% 2% Masters research students 19% 38% 26% 12% 6% 0% 20% 40% 60% 80% 100% Excellent Very good Good Fair Poor June 25,

43 Graduate students were asked if overall, their supervisor performed well. On a 4-point scale, the majority of Masters, Professional, and Doctoral students said that they strongly agreed, or agreed (86, 90, and 86 percent, respectively). Overall, supervisor performed well 2010 Canadian graduate and professional students survey (CGPSS) Doctoral students 50% 36% 10% 4% Professional students 43% 47% 9% 2% Masters research students 41% 45% 10% 4% 0% 20% 40% 60% 80% 100% Strongly agree Agree Disagree Strongly disagree Faculty members Faculty recruitment The recruitment and retention of a diverse group of faculty of the highest national and international quality is stated as Objective 6 in UVic s Strategic Plan. One strategy to attain this goal is to provide competitive offers of employment with the goal of attracting a strong pool of high-quality applicants and hiring 90 percent of the first-choice applicants. Based on the responses to a survey sent to each Faculty every year, the following graph illustrates the summary findings. June 25,

44 Number of faculty members by gender and rank There were a total of 860 faculty members in 2012, up from 854 in 2011 and 842 in For all positions except full Professors and ranks below Assistant Professor/Other, the numbers of female and male faculty members were approximately in equal proportion. 350 Number of Faculty by Gender and Rank Males Females Professor Associate Professor Assistant Professor Ranks below Assistant / Other Rank and Year Percentage of Female Faculty by Rank 70% 60% 50% 60% 60% 57% 40% 49% 49% 50% 49% 48% 47% 30% 20% 10% 0% 25% 26% 28% Professor Associate Professor Assistant Professor Ranks below Assistant / Other Rank and Year 7 Data is from annual university submissions to StatsCan June 25,

45 The percentages, by Faculty, of full professors who are female are shown in the graph below Percentage of Female Full Professors by Faculty Business 27% Education 47% Engineering 14% Fine Arts 41% HSD 51% Humanities 20% Law 39% Science 15% Social Sciences 28% Faculty member age by gender Males comprised almost two-thirds of those at least 65 years of age in the spring of 2013 (63 percent), and 84 percent of those were full professors. Faculty Age by Gender Males Females June 25,

46 Faculty retirement Since mandatory retirement was abolished in 2008, the numbers of faculty members at least 65 years of age has risen sharply. There were almost 100 faculty members in that group in 2012/13, up 40 percent from 2011/12, and up over 600 percent since 2009/ Faculty retirement trends 2007/ / / / / /13* Number of faculty who are at least 65 years of age Number who retired June 25,

47 Number of student FTEs per full-time faculty member According to data collected by Macleans magazine on Canadian comprehensive universities, the average number of full-time equivalent students per full-time faculty member at the University of Victoria was 21.7, well below many of the other comprehensive universities surveyed student FTE/full-time faculty ratio in Canadian comprehensive universities York Guelph Wilfrid Laurier UQAM Brock Waterloo Ryerson Concordia Carleton Windsor University of Victoria Simon Fraser Regina New Brunswick Memorial Source: Statistics Canada, 2009 Student FTE / 2010 FT Faculty June 25,

48 Faculty awards Illustrated on the following pages are a number of measures of faculty excellence at the University of Victoria. 3M national teaching fellowships 3M National teaching fellowships (since inception to 2012) per 100 FT Faculty Mount Allison University Trent University University of Alberta University of Prince Edward Island Saint Mary s University Brock University University of Guelph University of Western Ontario University of New Brunswick University of Victoria Carleton University University of Northern British Columbia McMaster University St. Thomas University Mount Saint Vincent University Memorial University Queen's University Université du Québec à Trois-Rivières University of Windsor University of Saskatchewan Lakehead University University of Ottawa University of Winnipeg Simon Fraser University Athabasca University Wilfrid Laurier University University of British Columbia York University University of Calgary University of Regina University of Toronto Concordia University Hautes Études Commerciale St. Francis Xavier University of Manitoba McGill University University of Waterloo Université Laurentienne University of Lethbridge Ryerson University Dalhousie University Université de Montréal Université Laval Université du Québec à Montréal Université de Sherbrooke Source: Society for Teaching and Learning in Higher Education and Re$earch Infosource (2010/11 FT Faculty) June 25,

49 Trudeau Fellows Trudeau Fellows (since 2003) per 100 FT Faculty University of Winnipeg University of Victoria University of Moncton Université de Montréal Queen s University Memorial University of Newfoundland Université du Québec à Montréal University of Waterloo McGill University University of Ottawa University of British Columbia York University University of Toronto Concordia University University of Saskatchewan Laval University University of Alberta University of Calgary Source: Trudeadu Foundation; Statistics Canada 2010/ FT Faculty June 25,

50 E.W.R. Steacie Memorial Fellowships École Polytechnique de Montréal Memorial University of Newfoundland E.W.R. Steacie memorial fellowships (since inception to 2012) per 100 FT Faculty University of Toronto University of British Columbia McGill University University of Victoria University of Waterloo University of Calgary Université de Sherbrooke University of Guelph Université de Montréal Simon Fraser University Carleton University University of Manitoba Source: NSERC and Re$earch Infosource ( FT Faculty) June 25,

51 Killam Research Fellows Queen's University University of Toronto McGill University York University University of Montreal University of British Columbia University of Waterloo Simon Fraser University Université Laval University of Ottawa McMaster University University of Manitoba University of Victoria Université du Québec à Montréal Bishop's University Dalhousie University Trent University University of Western Ontario Carleton University University of Calgary Mount Allison University University of New Brunswick University of Windsor University of Guelph University of Alberta Montreal (École Polytechnique) University of Lethbridge University of Saskatchewan Concordia University Memorial University St. Francis Xavier University Université de Sherbrooke Brock University University of Winnipeg Université du Québec à Trois-Riviéres Killam research fellows (since inception in 1968, to 2012) per 100 FT Faculty Source: Canada Council for the Arts and Re$earch Infosource (2010/11 FT Faculty) June 25,

54 The Canada-wide success rate of obtaining NSERC funding decreased substantially in 2011 compared with the previous two years. In 2011 the UVic average success rate was similar to the national average while the provincial average was somewhat lower. NSERC Success rates 73% 77% 69% 71% 76% 66% 51% 41% 48% National Average Provincial Average UVic Average On the other hand, SSHRC doctoral success rates have increased in 2011, particularly in British Columbia. Graduate students at UVic had a higher than average success rate of obtaining funding. 55% SSHRC Doctoral Success rates 61% 52% 52% 55% 56% 47% 48% 70% National Average Provincial Average UVic Average June 25,

56 Sponsored Research Income by Source 120,000 Sponsored Research Income by Source 100,000 80,000 60,000 40,000 20,000 - Miscellaneous Income Investment Income Gifts, Donations & Non-gov't Grants Other Provinces/Foreign Grants Municipal Gov't Grants Other Provincial Gov't Grants BCKDF Other Federal Gov't Grants Indirect Costs Program Canada Research Chairs CFI CIHR/MRC NSERC Health Canada SSHRC As reported to CAUBO. Does not include UVic's 20% share of the joint ventures of WCUMBS and TRIUMF. Does not include federal indirects. June 25,

57 Canadian Foundation for Innovation (CFI) Canadian Foundation for Innovation (CFI) cumulative funding to 2011 per full-time faculty Université de Montréal McGill University University of Alberta Université Laval University of Guelph Queen's University University of Victoria University of British Columbia University of Western Ontario University of Toronto University of Waterloo McMaster University University of Ottawa Carleton University University of Saskatchewan Dalhousie University University of Calgary Université du Québec à Chicoutimi Memorial University of Newfoundland Trent University Université du Québec à Rimouski University of Manitoba Université de Sherbrooke Simon Fraser University University of Prince Edward Island University of New Brunswick Concordia University University of Regina Université du Québec à Trois-Rivières Université du Québec en Outaouais University of Windsor Lakehead University University of Northern British Columbia University of Winnipeg Wilfrid Laurier University Université du Québec à Montréal $0 $20,000 $40,000 $60,000 $80,000 $100,000 $120,000 $140,000 $160,000 $180,000 June 25,

64 Economic Impact of the University of Victoria The University of Victoria completed an economic impact report in 2012 using a revised methodology from the University of British Columbia in The total economic impact of UVic was estimated to be over $3.1 billion which included direct spending, student spending, visitor spending, the increased income resulting from higher education, and the impact of UVic research on the BC economy from new knowledge and knowledge transfer. Source of economic impact Impact after local multiplier Direct spending by UVic $584,000,000 Student spending (excluding UVic spending) $177,000,000 Visitor spending $135,000,000 Increased income resulting from higher education net of costs $1,268,000,000 Impact of UVic research on BC economy (new knowledge and knowledge transfer) $994,000,000 Total economic impact of UVic (spending in BC) $3,158,000,000 8 Sudmant, W., The Economic Impact of the University of British Columbia. Planning and Institutional Research, UBC. June 25,

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